The eternal problem of the generation gap.

If children in the United States are wanted and loved, why do they fight with their parents? At least this is one view of families that American television shows present. The other type of family shown on American television is one in which everyone is great friends with everyone else. These families seem to have no problems in real life. In real life, most families in the United States fall somewhere in the middle. Talk about a "generation gap" has been exaggerated. The generation gap is a_gap between the views of the younger generation o! teenagers and the views of their parents

Many parents in the United States want their children to be creative and question what is around them. In a democratic society, American children are taught not to obey blindly what is told to them. When children become teenagers, they question the values of their parents. This is a part of growing up that helps teenagers stabilize their own values. In one national survey, 80 per cent of the parents answering the survey said their children shared their beliefs and values. Another study showed that most teenagers rely on their parents more for guidance and advice than on their friends.

When American parents and teenagers do argue, usually it is about simple things. One survey found that the most common reason parents and teenagers 'argue is because of the teenager's attitude towards another family member. Another common reason for arguments is that parents want their children to help more around the house. The third most common basis for arguments between parents and teenagers is the quality of the teenager's schoolwork.

Arguments which involve drug or alcohol use occur in a much smaller group of families. Most parents (92 per cent) said they were happy with the way their children are growing up

 

 

13. Cultural identity in the multicultural world.

MULTICULTURALISM

The third reason for caution about generalizations relates to the large-scale immigration to Britain from places outside the British Isles in the twentieth century. In its cities at least, Britain is a multicultural society. There are areas of London, for example, in which a distinctively Indian way of life predominates, with Indian shops, Indian clothes, Indian languages. Because in the local schools up to 90% of the pupils may be Indian, a distinctively Indian style of learning tends to take place.

These 'new British' people have brought widely differing sets of attitudes with them. For example, while some seem to care no more about education for their children than people in traditional English culture, others seem to care about it a great deal more.

However, the divergence from indigenous British attitudes in new British communities is constantly narrowing. These communities sometimes have their own newspapers but no have their own TV stations as they do in t United States. There, the numbers in such communities are larger and the physical space between them and other communities greater, so that it is possible for people to live their whole lives in such communities without ever really learning English. This hardly ever happens in Britain.

It is therefore still possible to talk about British characteristics in general (as the rest of this chapter does). In fact, the new British have made their own contribution to British life and attitudes. They have probably help to make people more informal (see below); they have changed the nature of the corner shop the most popular, well-attended festival in t whole of Britain is the annual Notting Hill 'Carnival in London at the end of August, which is of Caribbean inspiration and origin.

Strong Families

In a perfect world, families would have no problems. Parents would know how to rear their children to be responsible adults. Americans and others throughout the world are trying to learn what makes strong families. Perhaps families can learn how to solve their problems. Researchers at the University of

Nebraska have found some answers. Strong, happy families share some patterns whether they are rich or poor, black or white.

Strong, happy families spend time together. After dinner, for example.

happy families may take walks together or play games. Strong families also talk about their problems. They may even argue so that problems can be resolved before they get too big. Members of strong families show each otheraffection and appreciation. Members of strong families are also committed to one another and they tend to be religious. Finally, when problems arise, strong families work together to solve them.

The values that Americans cherish, such as democracy and economic and social freedom, are values that Americans want for their families. Americans work hard to make their families successful. Today, however, families are changing, but they are not disappearing. Americans accept that strong, happy families come in many sizes and shapes

 

14. National patterns of education in Great Britain and the USA.

Educational system of any country is integrally related to the values and assumptions of the society that surrounds it. Whatever its advantages and disadvantages are, the system will retain its current general characterizations as long as the values and assumptions that predominate in the surrounding society continue to hold away. But anyway our task today is reveal national patterns of education in Great Britain and the USA.

Let’s start from American system of education. Americans believe that every citizen has both the right and the obligation to become educated. In order to develop an educated population all states have compulsory school attendance laws which require that formal schooling begins by age 6 and continue until at least age 16.

About 88% of American children receive their elementary and high education in the nation’s public schools. The schools have some important characteristics in common. They do not charge tuition and are required to follow some state guidelines regarding. They are co-educational as well. Public schools are not sectarian.

About 12% of American children attend private schools. They can be divided into two categories: parochial (supported by a particular religious group) and secular (non-religious). Public schools charge tuition and are not under direct public control.

Before the age of 5 children can attend nursery schools or day care attendance, where they are looked after while their parents are at work. In most areas free public education begins with kindergarten classes for five-year-olds. The primary purpose of kindergartens is socialization. After kindergarten American children begin their academic studies. Their schooling is divided into 12 academic levels called grades.

The first academic institution that a student attends is called elementary school or grammar school. In some school systems elementary includes kindergarten through 8^th grade, and the next four years are called high school. In other school systems there is a third division called junior high school (or middle) usually including grades 6 through 8. During the elementary school years students are grouped into classes and each group stays together for the entire school day and the entire school year. The classes have the same teacher for most subjects. Its programmes include music, art.

Grammar schools teach language, arts, social studies, mathematics, science, PE and health.

High school subjects are more specialized: English grammar, literature and writing, American history, European history, psychology, algebra, geometry, a foreign language. In high school students move from classroom to another and study each subject with a different teacher and a different group of students. Many high schools have a tracking system which groups students according to academic ability and motivation.

Americans deeply believe education is the best vehicle for individual and social advancement. Improving the basic school system is one of the nation’s top priorities. But it is a consolation to remember that for most young Americans formal education does not end with high school graduating.

The legal basis of the educational system in the UK until 1988 was the educational act of 1944. it prescribed the duty of government, LEAs and parents in a system which is still compulsory for those aged 5 to 16. Nursery education is provided in nursery schools, day nurseries and pre-school playgrounds for children from 2 to 5.

Most children start school at the age of 5 in a primary school and go on it till 11-12. a primary school may be divided into two departments – infants (5-7) and juniors (7-12). In infant schools children are engaged in playing activities while in junior schools children have set periods of arithmetic, reading and composition. They are graded.

There is usually a move from primary to secondary school at the age of 11. Until 1960s there existed the tripartite system of secondary schools. But for years it was under assault. In early 70s by the Labour government the 11+ exams were abolished and most secondary schools were organized on comprehensive lines. Comprehensive schools admit children without reference to ability or aptitude. They provide courses that focus on practical skills considering them essential for the world we live in.

But comprehensive schools didn’t satisfy the society and that lead to school reform in the 80s. - GCE O-levels and CSEs were replaced with GCSE taken at 16. - AS level exam, the National Curriculum, a programme of Records of Achievements was introduced. For sure advantages of the system are evident but there is no perfect thing in the world. So the system should not behind the time and continue its mastering.